Irvine Valley College Student Equity & Achievement Plan ...students.ivc.edu/equity/Documents/IVC-Student-Equity...Tustin High School and Beckman High School, which are regularly serviced

Irvine Valley College

Student Equity & Achievement

Plan

2019- 2022

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1. In the chart below the three-year goal for each metric based on data for the college’s overall

student population and identify the activities that support goal attainment. Metric Baseline

(2017-2018) Target

(2021-2022) Access: Successful Enrollment 20,090 21,095

(= +5%) Retention: Fall to Spring 10,547 11,074

(= +5%) Completion of Transfer Level Math & English in 1 year 569 683

(= +20%) Certificates and Degrees 1,278 1,534

(= +20%) Transfer to a Four-Year Institution 2,408

(2016-17) 3,251

(= +35%)

Activities that support goal attainment

Access: Successful Enrollment

The Irvine Valley College (IVC) Outreach Department provides services to our feeder high schools to ensure students and families receive the necessary information related to admissions, financial aid, and matriculation. The Outreach Department assigns student services teams that represent various departments including Counseling; these teams are assigned to each of our service area high schools to provide critical and on-time on-boarding support for our new and prospective students. The Irvine Valley Promise Program provides financial support and academic enrichment to first-time college students to ensure a positive transition to college life and curriculum. The Outreach and Financial Aid departments provide this critical information to prospective students and families. Counseling and Educational Planning Services require students to complete their initial academic plan prior to enrolling (a MAP lab offers students assistance to complete their plan) and are instructed by discipline faculty mentors who provide career advisement. The college’s Guided Self-Placement tool (in accordance with AB705) ensures incoming students are placed appropriately to accelerate time to earn a degree. Irvine Valley College’s ESL department provides admissions and matriculation services (including bilingual staffing) to students from diverse backgrounds, increasing access and enrollment to the college. IVC’s Freshman Advantage program provides priority registration for those students who complete their matriculation steps two to three weeks prior to the date registration times are set. Through our matriculation efforts on high school campuses and Fast Fridays held at IVC (day-long sessions to help students complete their matriculation steps), we are looking to increase the number of students who qualify for Freshman Advantage. Credit students can complete orientation online or in-person to reduce enrollment barriers. The IVC AESL program offers in-person orientation to all non-credit students. IVC’s Laser Week/Laser Day program is an in-person orientation session designed to help students clarify their academic/career path by providing academic success strategies and academic school-specific orientations. Laser Week/Laser Day services approximately 500-700 students per day.

Retention: Fall to Spring

IVC offers Early Alerts (Extremely Early Support Innovation) to identify students who may be at risk for probation/dismissal. Counselors and select staff can view when instructors reach out to students to offer support/resources. The college also offers probation and dismissal workshops to assist students in getting back on track academically. The IVC Math Center provides drop-in tutoring support to students enrolled in Basic Skills math courses. Furthermore, the Student Success Center also offers online and in-person tutoring support. The Student Success Center also offers computer lab access, providing students with access to specialized software for their coursework. Furthermore, the Student Success Center hours have expanded to serve students on Saturdays. The Center also

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Activities that support goal attainment

offers DSPS, EOPS, Re-Entry, Guardian Scholars, and Veteran students with up to two hours of tutoring per week for up to three courses to provide additional support for these student populations. The Summer Bridge Program is a transition program offered each summer to help underrepresented students (Hispanic/Latino & Low SES) better transition into college. The program consists of two faculty-taught courses taken during the summer, providing students with information and guidance on to how to effectively adjust to college life and achieve their goals (e.g., transfer, degree/certificate). IVC has developed multicultural programming to acknowledge and affirm ethnic identities and to increase cultural awareness on the campus. IVC continues to grow and expand its cultural programming to provide a safe space and healthy campus climate which has its positive associations with increasing retention among historically underrepresented student populations.

Completion of Transfer Level Math & English in 1 year

IVC offers an accelerated pre-college writing (English course) that combines three lower level writing courses to

provide students with an opportunity to complete their first travel-level English course in a maximum of two

semesters.

Both the Math and English Departments have developed course mapping in response to AB705 to accelerate

completion of math and English coursework. The use of multiple measures has increased placement into transfer level

math and English.

The Guided Self Placement (GSP) tool is recommended for students to place them into courses that align with their

degree of readiness for college level coursework.

Certificates and Degrees

IVC has piloted a program that notifies students who have met degree or certificate of achievement requirements.

This pilot program identifies students who are eligible or close to fulfilling the requirements for those

degrees/certificates and messages them to apply for the award through the Awards Management System and by

speaking with a counselor.

IVC has begun to scale its academic and career pathways through a variety of methods including mapping of careers,

developing interest clusters, and soliciting student feedback throughout the process. Student feedback has primarily

driven the grouping and mapping of courses to ensure the path is simple for students.

Our Summer Bridge program will be scaled up to serve a larger amount of students to help them transition to college;

data has shown that through the Summer Bridge program, students develop the academic and social skills necessary

to actualize their education and career goals. The Summer Bridge program ensures students receive advisement that

is relevant to their pathway, learn about opportunities for engagement that support their goals, and have the

resources and services available to them to be successful students.

The college’s Disabled Students Programs and Services (DSPS) department offers a variety of support for students

including accommodations, specialized counseling and advising, priority registration, and other adaptive resources to

support students in actualizing their graduation and career goals.

Transfer to a Four-Year Institution

The IVC Transfer Center provides workshops, advisement, and university tours to students. The Transfer Center also provides transfer information nights to prospective IVC students, providing them with information on transfer and time-to-degree prior to their enrollment at IVC. The Transfer Center hosts workshops and provides support for students to understand the Associate Degree for Transfer, guaranteeing transfer to a CSU. IVC hosts university and college representatives to provide institution-specific information and support. The IVC Honors Program provides enrichment opportunities (Honors coursework), priority registration, and has partnerships with top universities including UCLA and UCI to provide IVC students with transfer pathways. The Honors Program also has designated counselors who advise students on their transfer pathways, articulation, transfer benefits, and the application process to a four-year university.

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2a. In the chart below enter the three-year goal for each student equity population shown to be

disproportionately impacted in each metric and identify the activities that support goal

attainment.

Demographic Gender Baseline Minimum Equity Full Equity

Goal (40% gap

decrease) %

increase

Enrolled in the Same Community College

Disabled Female 352 364 380 352

Hispanic or Latino Female 2388 2805 2924 2602 9%

Black or African American Female 303 368 384 335 11%

Filipino Female 377 395 412 377

Some other race Female 82 156 163 82

Native Hawaiian or other PI Female 39 56 58 39

American Indian or Alaska Native Female 41 49 51 41

Black or African American Male 274 305 318 292 6%

Some other race Male 83 151 158 83

Native Hawaiian or other PI Male 29 38 39 29

Foster Youth Female 77 101 105 88 15%

Foster Youth Male 31 40 42 35 13%

LGBT Female 389 596 622 482 24%

LGBT Male 330 526 549 418 27%

Retained from Fall to Spring at the Same College

Economically Disadvantaged Female 2643 2643 2720 2674 1%



White Male 1700 1712 1763 1700

Hispanic or Latino Male 1065 1095 1127 1090 2%



American Indian or Alaska Native Male N/A 1 1 1

LGBT Female 119 139 143 129 8%

LGBT Male 99 115 118 107 8%

Veteran Male 143 165 170 154 8%

Completed Both Transfer-Level Math and English Within the District in the First Year

Economically Disadvantaged Male 126 141 155 126


American Indian or Alaska Native Female N/A 1 1 1

Native Hawaiian or other PI Female N/A 1 1 1

Hispanic or Latino Male 51 76 83 64 25%

LGBT Male 1 7 8 4 300%

Veteran Male 2 4 5 3 50%


Some other race Female 5 11 14 5

American Indian or Alaska Native Female N/A 1 1 1

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Demographic Gender Baseline Minimum Equity Full Equity

Goal (40% gap

decrease) %

increase


Foster Youth Male 4 6 7 5 25%

LGBT Female 13 16 19 15 15%

Transferred to a Four-Year Institution


American Indian or Alaska Native Female 1 1 2 1

Filipino Male 24 28 35 24


Native Hawaiian or other PI Male 1 1 2 1

LGBT Male 19 20 25 21 11% Note: Baseline targets indicated for groups where no equity funded activities are currently planned. Groups with set targets are highlighted in green. The current SEA

template from the State Chancellor’s Office requires targets only for English and math transfer-level outcomes. However, we will also monitor transfer -level

outcomes for students who start in the ESL sequence in accordance with AB1805.

DI Groups Activities that support goal attainment

Access: Successful Enrollment

Black/African American

IVC is exploring programs and interventions to establish a support program that directly serves Black and African American students. While there are support mechanisms for all students who apply and intend to enroll at IVC, targeted programming that is designed around specific racial groups is necessary. Some community colleges, including those in our area, have established Umoja programs that are designed to provide support services targeted towards Black and African American students. We are exploring options to develop a program that creates a sense of community among Black and African American students, staff, and faculty.

Hispanic/Latino IVC hosts a Latinx transfer night targeted towards providing information, support, and services to Latinx students and their families. The IVC Outreach Department provides regular onboarding support to our local feeder high schools with large Latinx student populations including Tustin High School and Beckman High School. The IVC Outreach Department does not actively recruit outside of its service areas of Irvine Unified School District, Tustin Unified School District, and Laguna Beach Unified School District. Tustin High School and Beckman High School, which are regularly serviced by the Outreach Department, have significant percentages of Latinx students. The IVC Counseling Department’s Summer Bridge program provides college preparation support and offers students an opportunity to enroll at the college the summer before their first fall semester. The Summer Bridge program serves a significant percentage of Latinx students and will be scaled up this summer by offering more sections and serving a larger number of students.

Pacific Islander Native Hawaiian or other Pacific Islander American Indian or Alaska Native

Irvine Valley College is the recipient of the Asian American Native American Pacific Islander Serving Institution (AANAPISI) federal grant which is targeted to improving their college outcomes. The AANAPISI program at IVC provides community outreach, hosts events for the Orange County Asian and Pacific Islander community and provides designated counseling services for students to help them transition to college and identify their intended academic and career pathway. The Outreach Department and AANAPISI program have cultivated relationships with local nonprofit organizations that serve the Asian and Pacific Islander community, including the Orange County Asian and Pacific Islander Community Alliance (OCAPICA), to provide them with campus tours, application assistance, and onboarding support.

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The IVC AANAPISI program provides tutoring, peer mentorship, cultural enrichment, and wrap-around support services to students to help them be successful at IVC and beyond.

LGBT The IVC Pride Scholars program began in Spring 2018 to provide academic, social, and personal support to students who identify with the LGBTQIA+ community. The number of students utilizing Pride Scholars resources, activities, 1:1 counseling, and programs has grown exponentially since its inception.

Foster Youth IVC’s Guardian Scholars program targets former and current foster youth and provides priority registration, designated Guardian Scholars counseling/advisement, financial aid assistance, and other direct support services including academic supplies.

Retention: Fall to Spring

Hispanic/Latino IVC is launching a Puente program which is geared towards supporting Latinx students through counseling, mentorship, and academic support to increase completion and success.

American Indian Native Hawaiian or other Pacific Islander

The Asian American Native American Pacific Islander Serving Institution (AANAPISI) program at IVC provides community outreach, hosts events for the Orange County Asian and Pacific Islander community and provides designated counseling services to students, helping them transition to college and identify their intended academic and career pathway. The Outreach Department and AANAPISI program have cultivated relationships with local nonprofit organizations that serve the Asian and Pacific Islander community, including the Orange County Asian and Pacific Islander Community Alliance (OCAPICA), to provide them with campus tours, application assistance, and onboarding support. The IVC AANAPISI program provides tutoring, peer mentorship, cultural enrichment, and wrap around support services for students to help them be successful at IVC and beyond.


IVC is exploring programs and interventions to establish a support program that directly serves Black and African American students. While there are support mechanisms for all students who apply and intend to enroll at IVC, targeted programming that is designed around specific racial groups is necessary. Some community colleges, including those in our area, have established Umoja programs that are designed to provide support services for Black and African American students. We are exploring options to develop a program that creates a sense of community among Black and African American students, staff, and faculty.

LGBT Our Pride Scholars program provides not only activities and events to establish a positive campus climate for our LGBTQIA+ students, but also has a designated Pride Scholars Counselor who is available for students to meet with 1:1 to provide academic and career development support.

Veteran The IVC Veterans Services Center provides wrap-around support services including a designated counselor, specialized tutoring, access to psychological resources, and financial aid support to Veteran students.

Economically Disadvantaged

Food and Basic Needs Support. Food Resource Center assisted 350 students with food resources in Fall of 2017. Nearly 100 referrals were given to students for state resources including Cal-Fresh and MediCal and approximately 80 meal cards were given to students (unduplicated) in Fall 2018. The center also provides CalFresh assistance and housing referrals. The Summer Bridge Program also serves a high percentage of economically disadvantaged groups

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Completion of transfer level math and English

Hispanic/Latino Our Summer Bridge and Puente programs serve/will serve a large proportion of Latinx students at IVC with wrap-around support services.



The Student Activities Center includes the opportunity for all students from ethnic-specific and disproportionately impacted communities to start support groups and clubs at the beginning of each semester. We are also implementing a peer mentor program and student advocates/activism committee within ASG of IVC. Elevate and CAANAPI Program; The Student Activities Center includes the opportunity for all students from ethnic-specific and disproportionately impacted communities to start support groups and clubs at the beginning of each semester. We are also implementing a peer mentor program and student advocates/activism committee within ASG of IVC.


Hispanic/Latino The Summer Bridge program services a high proportion of Latinx and first-generation students. The IVC Puente program is currently being established and will target support towards Latinx students through academic enrichment, career development, and transfer support.


Foster Youth IVC’s Guardian Scholars program is targeted towards former and current foster youth and provides priority registration, designated Guardian Scholars counseling/advisement, financial aid assistance, and other direct support services including academic supplies.


The Student Activities Center includes the opportunity for all students to start support groups and clubs at the beginning of each semester. We are also implementing a peer mentor program and student advocates/activism committee within Student Government.

Transfer to a four-year institution


IVC is exploring programs and interventions to establish a support program that directly serves Black and African American students. While there are support mechanisms for all students who apply and intend to enroll at IVC, targeted programming that is designed around specific racial groups is necessary. Some community colleges, including those in our area, have established Umoja programs that are designed to provide support services for Black and African American students. We are exploring options to develop a program that creates a sense of community among Black and African American students, staff, and faculty.

Hispanic/Latino The Summer Bridge program services a high proportion of Latinx students. The IVC Puente program is currently being established and will target support towards Latinx students through academic enrichment, career development, and transfer support.


American Indian The Student Activities Center includes the opportunity for all students from ethnic-specific and disproportionately impacted communities to start support groups and clubs at the beginning of

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Native Hawaiian or other Pacific Islander Filipino

each semester. We are also implementing a peer mentor program and student advocates/activism committee within ASG of IVC. Elevate and CAANAPI Program; The Student Activities Center includes the opportunity for all students from ethnic-specific and disproportionately impacted communities to start support groups and clubs at the beginning of each semester. We are also implementing a peer mentor program and student advocates/activism committee within ASG of IVC.

3. Outline a process and schedule for evaluating the progress made toward meeting your

student equity goals. (500 words max) Irvine Valley College’s Office of Research, Planning and Accreditation has an assigned Student Equity Research Analyst

who will design, lead, and conduct regular quantitative and qualitative studies in collaboration with program leads and

content experts. Progress towards the goals will be assessed on, at minimum, an annual basis using local and

Chancellor’s office data made available via the Student Success Metrics. Local data will be captured semiannually, with

program leads providing brief reports of the challenges/successes of the program and any relevant data. After a

program/service has had ample time of implementation, they will be evaluated with more rigorous methods to isolate

the specific effects of the services/programs on select subgroups.

The Student Equity Research Analyst and Student Equity Coordinator will compile and present the results to the Student

Equity Task Force, a robust team consisting of faculty, members of Academic Senate, classified staff, administrators,

students, and community members. Upon review and discussion of the findings, the task force will make

recommendations as to whether to continue, scale up, add new, or discontinue programs.

4. How will your college ensure coordination across student equity-related categorical

programs or campus-based programs (500 words): Our college is committed to focusing on reducing barriers and accelerating students to completion and successful

outcomes. Classified professionals, faculty, administrators, and students each play an active role in the work we do to

increase student success and close the achievement gap. Our Student Equity and Achievement Program (SEAP)

Integration Workgroup was assembled in Spring 2017 and brings together our Basic Skills (BSI), Student Equity, and

Student Success and Support Program (SSSP) teams. This workgroup consists of faculty, staff, and administrators who

work collaboratively to strategize which practices and programs can fulfill our student success goals. One of the ways in

which this group collaborates is by working together to provide budget transparency and dialogue while working

collectively to select projects and programs to fund that will help close the achievement gap. IVC conducts a resource

request process for each of the categorical programs and the BSI, Student Equity, and SSSP groups convene to discuss

the direction the group will go. This allows for more thoughtful dialogue and data-driven planning to facilitate decisions

on how to best position the funding to target specific disproportionately impacted groups.

Our college, throughout the resource request and planning process, makes data-informed decision by working very

closely with our Research Department. Our Research Department is represented at our SEAP Integration Workgroup, as

well as our BSI Task Force, Student Equity Task Force, and SSSP Task Force to present relevant data that shows which of

our student populations are experiencing disproportionate impact. Something that makes IVC unique is the

transparency with which data is shared, as well as the thoughtful dialogue that ensues regarding how we can move the

needle to promote racial equity.

As demonstrated in our overall summary of activities that promote student success and completion, IVC has a variety of

programs and departments working to enhance student success. Hence, our Guided Pathways Workgroup, AANAPISI

Program, Promise Program (AB 19), and Multiple Measures (AB705) Design Team are also represented in our equity task

force and integration groups to ensure we are positioning funding and discussions around scaling up promising

Page 9 of 18 practices. Our 2019-2022 goals will be to continue these important discussions and dialogues to have honest and open

conversations about focusing on racial equity and campus climate.

IVC was granted an Institutional Effectiveness Partnership Initiative (IEPI) grant to further our integrated efforts by

focusing on effective communication and cultural competence. This initiative will bring a Partnership Resource Team

(PRT) to our campus to continue our inter-departmental collaboration with the ultimate goal of enhancing our campus

climate for our diverse student body. This will focus on team building across departments and teams, as well as improve

communication to continue the work we are doing for student success and achievement.

5. Each college must create an executive summary that includes, at a minimum, the Student

Equity goals for each required student group, the activities the college will undertake to achieve

these goals, and the resources budgeted for these activities. The executive summary for this

plan must also include an accounting of how Student Equity funding for 2015-16, 2016-17 and

2017-18 was expended and an assessment of the progress made in achieving the identified

goals from prior year plans. The summary must also include the name of the college or district

official to contact for further information. The executive summary must be posted to the

college website. Provide a link to your college’s executive summary below:

C.2 ESL and Basic Skills Completion – African American Students By 2018: Increase rates of Basic Skills Improvement for English among African American students according to their

individual education goals by 3 points from 33% to 36%. (Student Equity Plan Goal 2016) Accounting of how Student Equity funding for 2014-15 was expended

English: Faculty Research Stipend of Best Practices (Spring 2015) $3,100

- English: Workshop Textbooks $3,000

- English: Teacher Training Workshop Stipends $3,000

- English: Faculty Research Stipend of Best Practices (Summer 2015) $6,050

- English: Workshop Refreshments $400

Total: $15,550

Accounting of how Student Equity funding for 2015-16 was expended

- English: Lit Café Textbooks Total: $1,382


N/A


N/A

Progress made in achieving the identified goals from prior year plans

Although initially funded by Student Equity, this initiative was not completed due to lack of faculty availability due to the increased involvement with other statewide and federal initiatives.

Total Expenditures (2014-2018) $16,932

C.3 ESL and Basic Skills Completion – Re-Entry Students By 2018: Increase the completion rate (SPAR) among students ages 25 to 29 by 3 points from 34% to 37%. (Integrated

Plan Goal) Accounting of how Student Equity funding for 2014-15 was expended

- N/A


- Re-Entry Center: Pt. Time Faculty Counselor Staffing $20,000

- Re-Entry Center: Project Specialist (NBU)

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$4,234

Total: $24,234


- Re-Entry Center: Pt. Time Faculty Counselor Staffing $10,000

- Re-Entry Center: Project Specialist (NBU) $4,234

- Re-Entry Center: Student Aid $3,000

Total: $17,234


Re-Entry Center: Project Specialist (NBU) 20,000

Re-Entry Center: Events and Programming 3,000

Total: $23,000


Re-Entry Center Faculty Counselor was hired in October 2016; A Re-Entry Center space was identified in November 2016; Individualized appointments with Re-Entry students begin in October 2016; Specialized group counseling sessions and workshops began in November 2016.


D.1 Degree and Certificate Completion – Re Entry Students Accounting of how Student Equity funding for 2014-15 was expended

- N/A


See C.3


See C.3


See C.3


See C.3

D.2 Degree and Certificate Completion – Resources Accounting of how Student Equity funding for 2014-15 was expended

- N/A


- Student Equity: Textbook Loan Library $5,000


- Student Equity: Textbook Loan Library $23,000

- Student Equity: Laptop Loan Program $163,498

Total: $186,498


Guardian Scholars: Meal Cards $500

Student Equity: Transportation Vouchers $15,608

Student Equity: Textbook Vouchers $10,200

Re-Entry: Student Support $285

Total: $26,593


The Office of Student Equity established a Laptop Loan program in 2016-2017 academic year in response to data that indicated access to technology resources was limited for disproportionately impacted groups. Currently, procedures are being developed for intake and usage.


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E.1 Transfer – Northern California Campus Tour/Latino Transfer Night By 2018: Increase the transfer rate among Hispanic students by 5 points from 35% to 40%. (Integrated Plan Goal)


- Career/Transfer Center: Seasonal Job Fair/Career Mixer $1,460

- Career/Transfer Center: Happy Hours $1,493

- Career/Transfer Center: Latino Community Fair $2,000

- Counseling Center: Evening Counseling $20,360

Total: $ 25,313


- Transfer Center: Up North College Tour Stipends $2,205

- Transfer Center: Up North College Tour $15,253

- Transfer Center: Latino Night $1,600

Total: $19,058


- Transfer Center: Up North College Tour Stipends $1,400

- Transfer Center: Up North College Tour $10,000

- Counseling Center: Latino Night $800

Total: $12,200


Counseling Center: Latino Night $1,450


Student pre- and post-evaluations were collected to see students' learning and overall experience of the Northern CA Campus Tour. The qualitative data results show that students learned and gained a lot through their experiences of visiting, touring and listening to admission information on their Northern CA Campus Tour excursion. For some of these students, it was life changing because it helped them see their options and solidify their choices. Latino Transfer Night was held for two academic years, each in the spring semester. We had 25 students and their families from local high schools and from IVC attend the Latino Transfer Night. By providing these resources, it helped them feel connected to IVC and meet all of the supporting staff/faculty. This event covered the transfer process, financial aid, the California Dream Act and finding and applying for scholarships. We also put together packets of information and flyers of all student services and referrals. Counseling is in the process of analyzing the impact of these programs on Chicano/Hispanic/Latino student transfer rates.


E.2 Transfer – Summer Bridge for Hispanic Students By 2018: Increase the transfer rate among Hispanic students by 5 points from 35% to 40%. (Integrated Plan Goal)


- N/A


- Counseling: Summer Bridge Student Support $13,290


- Counseling: Summer Bridge Student Support $5,000

- Counseling: Summer Bridge Project Specialist (NBU) $5,600

Total: $10,600

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Counseling: Summer Bridge Project Specialist $5,000

Counseling: Summer Bridge Student Support $6,400

Total: $11,400


Summer Bridge has been offered for two academic years, each during the summer term. Counseling is in the process of analyzing the impact of these programs on Chicano/Hispanic/Latino student transfer rates.


E.3 Transfer – Digital Advertising - Hispanics Accounting of how Student Equity funding for 2014-15 was expended

- N/A


- Marketing & Creative Services: Digital Advertising Total: $14,920


- Marketing & Creative Services: I Heart Radio Total: $19,560


Marketing & Creative Services: Translation Services $5,000

Marketing & Creative Services: Geo-fencing $5,000

Total: $10,000


Ad: 320x50 Hispanic; Impressions: 250,045; Clicks: 891; CTR%: 0.36% - 2.5 times higher than industry average. Turning advertising focus to high services offered for underserved students as opposed to one specific group.


F.1 Other College: Research and Evaluation – Analyst Accounting of how Student Equity funding for 2014-15 was expended

- Research and Planning: Staffing Total: $72,571


- Research & Planning: Student Equity Research Analyst Total: $96,909


- Research & Planning: Student Equity Research Analyst Total: $57,693


Research & Planning: Student Equity Research Analyst Total: $86,802


A Research Analyst was hired in February 2016 and serves as a member of the Student Equity Leadership team. The Research Analyst position conducted orientations, attended monthly meetings, and analyzed mid-year and year-end reports for each equity initiative on its assessment and evaluation strategies.

Total Expenditures (2014-2018) $ 313,975

F.2 Other College: Outreach - Director Accounting of how Student Equity funding for 2014-15 was expended

- N/A


- Outreach: Director Total: $115,566






An Outreach Director was hired in March 2016 and serves as a member of the Student Equity Leadership team. The Outreach Director conducted orientations, attended monthly meetings, analyzed mid-year and year-end reports for each equity initiative on its outreach strategies. Outreach activities encompass almost all areas of Student Equity programs, such as ESL, Foster Youth, Veterans, Latino Transfer night, and the Re-entry center.


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F.4 Other College: Student Equity Support Staff Ongoing: Increase the number of opportunities to develop cross-cultural competency skills, and conduct research as to

their effect. Once a baseline is established, measurable goals will be developed. Accounting of how Student Equity funding for 2014-15 was expended

- N/A


- Student Equity: Project Specialists (3) $25,214


- Student Equity: Project Specialists (3) $19,200

- Student Equity: Diversity and Peer Educators (DEPE) Staffing $19,800

Total: $39,000


Student Equity: Project Specialist (3) $49,000

Student Equity: Student Leaders (6) $15,000

Student Equity: Administrative Assistant $83,978

Total: $147,978


In August 2016, three project specialists were hired to assist the Director of Student Life and Equity programs with multicultural programming and student leadership development of student equity initiatives. There was an expansion of the staff to include student leaders called Diversity & Equity Peer Educators (DEPE) in January 2017.


F.5 Other College: Cultural Competency Summit Ongoing: Increase the number of opportunities to develop cross-cultural competency skills, and conduct research as to


- Student Services: Cultural Competency Summit $32,525


- See F.12


- See F.12


See F.12


F.6 Other College: Ethnic Studies Curriculum Development Accounting of how Student Equity funding for 2014-15 was expended

- N/A


- No Equity Funds were utilized


- No Equity funds were allocated


N/A


Although denoted in the plan, none of the funds were utilized due to lack of faculty availability.

F.7 Other College: Student Equity and Social Justice Retreat Ongoing: Increase the number of opportunities to develop cross-cultural competency skills, and conduct research as to


- N/A

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- N/A


- Student Equity: Diversity and Equity Retreat Total: $16,300


N/A


The Diversity and Equity Retreat took place in November 2016. Pre-test and post-tests showed significant increased cultural competency skills for faculty, staff, and student participants.


F.8 Other College: DREAM BOOK CLUB Ongoing: Increase the number of opportunities to develop cross-cultural competency skills, and conduct research as to


- N/A


- Student Equity: DREAM Book Club Total: $25,000


- Student Equity: DREAM Book Club Total: $17,000

Accounting of how Student Equity funding for 2017-18 was expected

Student Equity: DREAM Book Club Total: $7,945


The Office of Student Equity conducted 14 monthly DREAM book clubs from April 2016 until June 2017. Monthly meetings were held both face-to-face and online via Blackboard. The meetings averaged 40 members per book club, and evaluations showed that the book clubs increased cultural competency knowledge of faculty, staff, and student participants.


F.9 Other College: Student Equity Meet and Greets Ongoing: Increase the number of opportunities to develop cross-cultural competency skills, and conduct research as to


- N/A


- Student Equity: Meet and Greets: Informal Networking Receptions Total: $13,700


- Student Equity: Meet and Greets: Informal Networking Receptions Total: $5,000


Student Equity: Meet and Greets: Informal Networking Receptions Total: $1,368


The Office of Student Equity conducted a meet and greet informal networking reception for the disproportionately impacted populations (Hispanic, African American, Foster Youth, Veterans, Re-Entry) and underrepresented populations (Asian American and LGBTQ) during the fall and spring semesters of 2016-2017. Student participants reported positively about the campus climate and noted an increased engagement in campus community.


F.10 Other College: Multicultural Programs Ongoing: Increase the number of opportunities to develop cross-cultural competency skills, and conduct research as to


- N/A

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- Student Equity: Multicultural Programs Total: $14,000


- Student Equity: Multicultural Programs $15,000

- ELEVATE: AAPI Month $2,500

Total: $17,500


Student Equity: Multicultural Programs $10,000

Laser Week: New Student Orientation $6,000

Total: $16,000


Since January 2016, the Office of Student Equity has conducted over 40 individual multicultural programs to educate the campus community about the cultures, heritages, and issues impacting disproportionately impacted communities including events listed in F.5, F.7, F.8, F.9. Other events include: Lunar New Year, African American Heritage Month, Holi, Diwali, Indigenous Peoples Day, Dia de los Muertos, and Real Talk. The Office of Student Equity has also established social media accounts and a newsletter. Initial feedback on the effectiveness of these events has indicated increased student learning outcomes.


F.11 Other College – Financial Aid Front Counter Staffing Accounting of how Student Equity funding for 2014-15 was expended

- N/A


- Financial Aid: Front Counter Staffing Total: $22,680


- Financial Aid: Front Counter Staffing Total: $20,000


Financial Aid: Front Counter Staffing Total: $17,276


The Office of Financial Aid hired student staff to assist with financial aid and scholarship workshops. These positions primarily serve as communication liaisons between the office and disproportionately impacted communities noted within the equity plan.


F.12 Other College: Professional Development Ongoing: Increase the number of opportunities to develop cross-cultural competency skills, and conduct research as to


- N/A


- Student Equity: Professional Development Opportunities $20,044

- Student Services: Professional Development for Managers $18,119

Total: $38,163


- Student Equity: Professional Development Opportunities $11,000

- ELEVATE/ Student Equity: Lunch and Learn $262 Bowers Museum $135

- Student Equity: Flex Week Speaker – Spring 2017 $2,500

- Student Equity: Region 8 Directors Council

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$1,000

Total: $ 14,897


Student Equity: Region 8 Directors Council $1,000

Guardian Scholars: Professional Development Opportunities $900

Total: $1,900


In addition to items listed in F.5, the Office of Student Equity has funded professional development opportunities for members of the Student Equity Task Force, Academic Senate, Office of Research, Planning and Accreditation, Re-Entry, Guardian Scholars, Outreach, and Veterans staff. We have conducted on-campus professional development workshops open to the campus community with a focus on teaching cultural strengths, underrepresented student panels, and equity student leadership advocacy modules. We have also attended conferences on race and Promise Pathways, and participated in statewide oversight meetings. The Director of Student Equity is also the co-founder and co-chair of Region 8 Student Equity Directors Council.


5b. Goal Progress The most current plan that the college was utilizing to inform decision-making and activities was the Integration Plan

submitted in 2017. The plan outlined five overall goals coupled with relevant baseline data and targets.

Goal 1: Increase student engagement in college life Target definition: Student engagement will be measured with the Community College Survey of Student Engagement

(CCSSE) and will be administered every two years. The overall goal was to increase students’ category scores by 5%.

Spring 2016 Spring 2018

Outcome Baseline Actual Targets Target Met

Active and Collaborative Learning 35.30% 34.80% 37% No

Student Effort 44.90% 38.80% 47% No

Academic Challenge 55.60% 54.40% 58% No

Student-Faculty Interaction 38.10% 36.60% 40% No

Support for Learners 41.60% 40% 44% No

Overall 43.10% 40.90% 45% No

Findings: Overall student engagement scores did not meet the target growth of 5% for the benchmark scores.

Even still, this data must be interpreted with caution as this is potentially problematic cross-sectional data.

Moving forward, IVC is exploring different tools and means of evaluating students’ true sense of engagement

on campus.

Goal 2: Reduce the number of students on probation or at risk of probation Target definition: Probation is defined as attempting 12 or more units with (a) a cumulative GPA of less than 2.0 or (b)

when the proportion of enrolled units with entries of “W,” “I,” and “NP” exceed 50%. At risk of probation is defined as

attempting 12 or more units with a cumulative GPA of less than 2.2. The cohort is all IVC students with 12 or more

attempted units who enrolled in term. The overall goal was a 5% decrease per year from the baseline term, Fall 2016.

Fall 2016 Fall 2017 Fall 2018

Outcome Baseline Actual Target Target Met Actual Target Target Met

Probation 10.70% 10.00% 10.20% Yes 9.70% 9.70% Yes

At risk of probation 4.10% 4.20% 3.90% No 4.90% 3.70% No

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Findings: Our most current data indicates we have met our targets for reducing probation by roughly half a percentage

point but did not meet our targets for reducing those who are identified as at risk of probation with the rate actually

increasing by about .7 percentage points.

Goal 3: Increase completion of transfer-level Math and Writing classes Target definition: Rate of how many students successfully complete a transfer-level course within one year in English or

math (Scorecard definition).

Fall 2016 Fall 2017

Outcome Baseline Actual Target Target Met

Transfer-Level Math 38.6% 45.3% 40.5% Yes

Transfer-Level English 58.0% 63.3% 60.8% Yes

Transfer-Level ESL 28.6% 18.8% 30.0% No Note: Transfer Level ESL outcomes are defined as successfully completing WR 1 courses for students who started in the ESL sequence

Overall, the goals for transfer-level math and English completion were exceeded by roughly three to five percentage

points with only the ESL goal not being met with a shortfall of roughly 11 percentage points.

Goal 4: Increase student completion of degrees, certificates, and transfer two-year completion rate for degrees, certificates, and transfers for first-time college students who attempted math or

English and attempted at least 6 credit units within two years.

Fall 2015 Fall 2016

Outcome Baseline Actual Target Target Met

Degrees 5.8% 6.3% 6.1% Yes

Certificates 9.1% 10.7% 9.6% Yes

Transfer 17.4% 16.2% 18.3% No

Transfer-prepared 15.1% 15.5% 15.8% No

SPAR 23.8% 24.0% 25.0% No Note: SPAR =Student Progress and Achievement Rate (achievement of certificate, degree, transfer -prepared, and transfer)

The goal for degree completion was met, with the completion rate exceeding the target by .2 percentage points for the

Fall 2016 cohort. Likewise, certificate completion exceeded the target by roughly one percentage point. The remaining

targets for transfer, transfer-prepared, and SPAR were not met.

Goal 5: Reduce the achievement gap for disproportionately impacted students (in Goals 1 - 4) Target definition: 5% decrease in disproportionate impact from Fall 2016 (Baseline)


Outcome DI Group Baseline Actual Target Target Met Actual Target Target Met

CCSSE No DI group

Probation Hispanic 6.4% 5.4% 6.1% Yes 0.054 5.8% Yes

At Risk of Probation No DI group

Transfer-Level Math Hispanic -15.0% -13.4% -14.2% Yes N/A Low SES -7.1% -7.4% -6.8% No N/A Re-Entry -27.7% -32.5% -26.4% No N/A

Transfer-Level English Hispanic -8.2% -9.1% -7.8% No N/A Low SES -5.5% -4.0% -5.2% Yes N/A

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Outcome DI Group Baseline Actual Target Target Met Actual Target Target Met Re-Entry -41.8% -40.7% -39.7% No N/A Military -38.0% -0.8% -36.1% Yes N/A

SPAR Hispanic -11.6% N/A -11.0% N/A N/A -10.4% N/A Low SES -6.3% N/A -6.0% N/A N/A -5.7% N/A Re-Entry -17.5% N/A -16.6% N/A N/A -15.8% N/A

Note: Values represent point gaps between subgroup and overall measure. Blank cells = Not applicable due to rate being within margin of error (E) or sample size below 10. For negative outcomes margin of error is positive. For positive outcomes, margin of error is negative. Afr Am=African American, SE Asian = Southeast Asian, Nat Am = Native American, Pac Isl = Pacific Islander, Other Ethn=Other Ethnicity. SPAR =Student Progress and Achievement Rate (achievement of certificate, degree, transfer-prepared, and transfer) 1 Fall 2016 does not apply to CCSSE (Base line: Spring 2016)

Findings: Of the cases of disproportionate impact where data is available, the results indicate some

progress has been made for select groups and metrics.

6. Identify one individual to serve as the point of contact for your college (with an alternate) for

the Equity Plan and provide the following information for that person:

Point of Contact:

Name Anissa Heard-Johnson

Title Director Student Life and Student Equity

Email Address [email protected]

Phone 949-451-5364

Alternate Point of Contact:

Name Loris Fagioli, PhD

Title Director of Research, Planning and Accreditation

Email Address [email protected]

Phone 949-451-5513

mailto:[email protected]

mailto:[email protected]